Spaced Repetition to Improve Vocabulary Retention in A2-Level EFL
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https://doi.org/10.69639/arandu.v13i2.2354Palabras clave:
spaced repetition, vocabulary retention, English as a foreign language, secondary education, lexical learningResumen
The process of teaching and learning English as a foreign language in Ecuador at the public secondary education level faces difficulties, especially in relation to medium-term retention. The overall objective of the study was to determine the efficiency of spaced repetition in English vocabulary retention in A2-level EFL students at a public educational institution in Portoviejo, Ecuador. The study was conducted using a quantitative approach. The research design was quasi-experimental, pretest–posttest design with a control group. The sampling process was intentional non-probabilistic, for a total of 70 students (35 experimental group and 35 control group). The intervention was carried out with spaced repetition activities applied over six weeks. Two data collection instruments were used: an objective test and a Likert-type questionnaire to assess learning perceptions. Descriptive and inferential statistics were used to analyse the results, using the analysis of covariance (ANCOVA) procedure. When initial performance was adjusted, the results indicated that vocabulary retention improved more clearly in the experimental group, although the effect of spaced repetition was conditioned by students’ initial vocabulary level. After the intervention, greater internal consistency was noted in learning perceptions. Spaced repetition was consolidated as an effective pedagogical method for optimising vocabulary memorisation in A2-level students. Similarly, an improvement was observed when activities were carried out in educational environments with limited instruction time, if differences in students' initial knowledge were considered.
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Derechos de autor 2026 Gissela Mabel Gorozabel Monge, Frelly María Molina Pinargote, Jacqueline Elizabeth López López, Josué Reinaldo Bonilla Tenesaca
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